Crossing borders in initial teacher education: mapping dispositions to diversity and inequity

Kerr, Jeannie; Andreotti, Vanessa

doi:10.1080/13613324.2017.1395326

Cited by 18 publications

(15 citation statements)

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“…To work towards enacting ethical relationality and the complexities involved in divided realities, I worked with the principles of Indigenous Storywork methodology in the design and analysis as developed by Jo-ann Archibald (2008). To frame the complexities of power, positionality, forms of authority, and difference, I drew on my previous work with Vanessa Andreotti (Kerr & Andreotti, 2019). I acknowledge the added complexities of non-Indigenous scholars working with Indigenous methodologies in terms of appropriation and potential for misunderstandings.…”

Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

“…The teacher candidates completed a pre-and post-survey instrument that I developed from a survey design by Vanessa Andreotti (Kerr & Andreotti, 2019) that is complexly layered and related to matters of identity and positionality (See Appendix A for the survey instruments). The research started with the pre-survey, and was followed by a workshop facilitated as part of regular coursework by me and supported by Ms. Van Bewer.…”

Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

“…Inner-city neighbourhoods in Canada are predominantly composed of Indigenous and newcomer individuals and communities, and racialized students in these neighbourhoods continue to experience inequalities of educational outcomes (Statistic Canada, 2016;Winnipeg School Division, 2018). In response, ITE programs in Canada note the priority of diversifying the teaching force to reflect the cultures and backgrounds of students in schools (Marom, 2018), but are also cognizant of the need to prepare the current teacher candidates, who are of predominantly white Settler backgrounds in Canada (Janzen & Cranston, 2016;Marom, 2019), to engage meaningfully with diversities in multicultural educational contexts marked by inequalities (Kerr & Andreotti, 2019). Recognizing the insufficiency of relying solely on coursebased approaches to address educational inequalities in this context, this study is focused on understanding ways to support teacher candidates in translating critical ideas on diversities and inequalities from their university coursework into their inner-city practicum placements.…”

Section: Introductionmentioning

confidence: 99%

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Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

Kerr¹

2020

Self Cite

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British Columbia). I acknowledge the support of The Winnipeg School Division, and in particular Mr. Aaron Benarroch and Ms. Amie Johnston in facilitating the research through advice and encouraging connections to participants in Winnipeg. I also note the support and wisdom of the research assistants on this project that were supportive of different facets of research: PhD student Ms. Vanessa Van Bewer who supported data collection, the workshop, and initial survey analysis; PhD Student Ms. Katya Adamov Ferguson who supported sharing circle data analysis and findings; and Mitacs Globalink research intern Ms. Sofia Medina Vazquez who supported graphing and analysis of pre-and post-surveys. I acknowledge the participants who made this year-long plus commitment to explore these important, sensitive, personal and significant issues of preparing becoming teachers, and preparing oneself, to work in the complex contexts of inner-city education. Participants were immersed in educational contexts that are under-supported and under-resourced, and yet offered their time and experience to support this research. I greatly appreciate the contributions of classroom teachers at the elementary school, course instructors at the university, and teacher candidates and the practicum supervisor working between the two. This research study is located in the heart of Turtle Island 1 at the confluence of the Assiniboine and Red Rivers, now also known as the city of Winnipeg and the historic meeting place of Indigenous peoples, and traditional territories of the Anishinaabeg, Nêhiyawak, Dakota, Oji-Cree, and Dene peoples and homeland of the Métis

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Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

Section: Methodology and Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

Kerr¹

2020

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“…Additionally, a shortcoming of Western education is the normalizing of modernity and of the settler-colonial project, an aspect of our inherent knowledge bound work that all teachers are implicated in. All teachers must continue to critique the forms of knowledge that we perpetrate within classrooms, as it is here that societal inequity becomes replicated through the way our education systems currently operate (Kerr & Andreotti, 2019). The work of decolonization is an activity that all teachers must engage with, not only those working with Indigenous students.…”

Section: Methodsmentioning

confidence: 99%

Knocking, Unsettling, Ceding

Gannaway

2020

NJCIE

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This paper explores a reflexive decolonizing framework, arising from a teachers` first four years of teaching practice in an Indigenous community in the North of what is commonly known as Australia[A1]. The paper seeks to frame a connection between the already-established field of teacher self-reflection, and a need for decolonizing ways of knowing in education, to respect and recenter othered knowledge systems. Autoethnography and open-ended interviews are implemented with Indigenous elders, to explore the self-reflection that a non-Indigenous teacher must embrace to begin to decolonize their practice. Drawing on theories of whiteness (Moreton-Robinson, 2000), othering (Staszak, 2009) and the Cultural Interface in settler-Indigenous discursive spaces (Nakata, 2007), this work documents an extended process of teacher self-reflection. Reflecting on Karen Martin’s (2008) work Please Knock Before You Enter, and in response to Laenui’s Processes of Decolonisation (2000), starting points are proposed from which teachers can think deeply about their practice concerning ongoing coloniality. The epistemological underpinnings of teachers’ practice are explored as the place where decolonizing work must occur across all educational spaces.

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“…Each provides a critique and analysis of modes of dominance in contemporary democratic Canadian society. A more extended discussion of our research projects and theoretical framework for data analysis is provided in articles specific to the research projects (Kerr & Andreotti, 2019;Kerr & Adamov Ferguson, in press).…”

Section: Working With the Cartographymentioning

confidence: 99%

Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

Kerr

Andreotti

2020

JCIE

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This article considers the potential of the methodology of social cartography to open generative possibilities in research on diversities and inequalities in teacher education in the international context. Research in teacher education focusing on difference or diversities and inequalities offers highly diverse practices and orientations, yet we have found that intelligibility across research communities can be challenging and ultimately limiting for the field. Social cartography is a methodology that attempts to address this issue, inviting researchers and practitioners to create forms of conversation that are more tentative, self-critical, and generative. In this article, we introduce our priorities in teacher education that center awareness of social-cultural commitments and assumptions, as well as historical context. We then share a social cartography of teacher education research we have created to reveal the possibilities of social cartography for teacher education, as well as an invitation to open needed dialogue amongst teacher education researchers and practitioners.

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Crossing borders in initial teacher education: mapping dispositions to diversity and inequity

Cited by 18 publications

References 15 publications

Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

Knocking, Unsettling, Ceding

Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

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